when reviewing topics such as politics‚ religion‚ and values. Classrooms are rich sites for the discussion of controversial issues in large part because the students who populate them bring with them a diversity of perspectives‚ ideologies‚ and experiences (Hess & Gatti‚ 2010). Teaching using discussion-based methods are challenging and teachers have to be ready to manage debates in the classroom. There is a strong line of research that shows that within the classroom‚ talking with people who hold
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professional teacher is a key resource person in the Multigrade context. The local content is a significant part of the curriculum‚ it is particularly important to resolve the issue of appointing well-trained and locally-oriented teachers. Introduction 1. An average primary school teacher is ill equipped to handle a multigrade classroom situation.2. The nature of the curriculum and textbooks‚ which are prepared almost entirely in a monograde context create further problems.3. Teacher training
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A Teacher‚ A Substitute‚ and a Student American‚ Charles Baxter‚ wrote the contemporary short story‚ “Gryphon‚” in the United States‚ in 1985. The time represented in the story is roughly‚ the 1960s; during which there is a moral and philosophical upheaval occurring throughout the nation. The country (USA)‚ is in the midst of the Vietnam War‚ the “cold-war‚” a sexual revolution‚ and experiences a huge spasm and clash of ideals between parents and children of the “baby-boomer” generation. The action
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Topic: “Teacher-Student Relationships and Academic and Behavioral Levels” Introduction The importance of teacher-student relationships will forever be an increasing factor in students’ academic achievements and behaviors. The general topic for this research is how teacher-student relationships affect students’ academic achievements develop or destroy their behavioral skills. This topic brings about a lot of conflicts that leads to many unanswered questions such as ‘What happens to the teacher-student
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Assessment Question 1 – Roles and Responsibilities as a Teacher As in every profession‚ roles‚ responsibilities and boundaries are set in order to define the line indicating the acceptable limits. Many people think the role of a teacher is just to teach students new skills; however the role goes much further than this‚ it can include assessor‚ verifier‚ advisor‚ record keeper‚ course designer‚ working with employers and personal tutor. Within this position there are naturally a huge number
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Review what your role‚ responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle The Teaching/Training cycle is a model of assessment of needs‚ planning and review set out to guide teachers in their roles‚ responsibilities and boundaries. Initial assessment and the identification of individual learners needs is a crucial part of the learning journey. The initial assessment of individual needs helps to identify both learners’ skills against national standards
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ON OWN ROLE‚ RESPONSIBILITIES AND BOUNDARIES OF ROLE IN RELATION TO TEACHING AND LEARNING We will discuss and review the role and responsibilities of a teacher. This will lead onto a discussion of the boundaries of the role. Role and responsibilities of a teacher A teacher’s role and responsibilities are inter-dependent and vary depending on what is being taught and where. The training cycle (described below) can be used to identify and define these attributes. Identify Needs Teachers should
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Understanding of the roles and Responsibilities of a Teacher The roles and responsibilities of a teacher are far more complex than many would realise. You are never simply just someone standing at the front of a classroom delivering information about a particular subject. The role is varied and ranges from therapist‚ to coach‚ to tutor to assessor. Through the course of this assignment I will endeavour to explore the different roles and responsibilities that combine to form ‘a teacher’ I currently work
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Involving students in teaching and learning: a necessary evil? Downloads: The fulltext of this document has been downloaded 627 times since 2006 DOI (Permanent URL): 10.1108/09684889710189093 Article citation: H. McIlveen‚ K. Greenan‚ P. Humphreys‚ (1997) "Involving students in teaching and learning: a necessary evil?"‚ Quality Assurance in Education‚ Vol. 5 Iss: 4‚ pp.231 - 238 The Authors H. McIlveen‚ Lecturer at the School of Leisure and Tourism‚ University of Ulster at Jordanstown‚ Newtonabbey
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Volume 2‚ Number 2‚ July 2006 SECONDARY STUDENT PERCEPTIONS OF FACTORS EFFECTING FAILURE IN SCIENCE IN PORTUGAL Jesuína M. B. Fonseca Joseph E. Conboy ABSTRACT. High rates of failure in secondary level science classes are a problem worldwide. Effective teaching and efficient management of schools requires information as to the causes of failure. One approach to acquiring this information is to improve our understanding of what the students themselves perceive as the causes and antecedents
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